Jemison and Lee "DEIA in the Scholarly Landscape, Session Four: Inclusive Language"

The NISO began exploring issues around vocabulary development and maintenance in 2013. In 2014, they proposed three projects around vocabulary use and reuse, documentation, and preservation. These projects examine policies, social considerations, and guidance needed to support stable vocabularies. The groups aim to limit "orphan vocabularies" and provide recommendations for responsible long-term governance, documentation, and adoption of at-risk vocabularies. Educational webinars were held in 2015, and a draft of best practice recommendations is planned for fall 2016 to support interoperability and understanding of vocabulary management issues.

The panel presentation discussed efforts to ensure e-resources are accessible to people with disabilities. It reviewed research finding that collection development policies and practices often do not adequately address accessibility. Guidelines from organizations like ALA recommend accessibility be considered in selection criteria and licensing agreements. The California State University system's Accessible Technology Initiative aims to make e-resources and digital content accessible across its 23 campuses. It established a framework for continuous improvement, including campus planning, priorities, and performance measurement. Ensuring e-resources are accessible is important to meet the needs of people with disabilities and comply with standards and laws. Libraries must consider accessibility in both policy and practice when selecting and procuring electronic resources.

The document discusses the Digital Open Access Journal (DOAJ) and its role in Latin America. DOAJ is a database of over 12,000 open access journals that aims to increase visibility and access to scholarly research. It outlines DOAJ's mission and principles of transparency. The challenges faced by journals in Latin America are discussed, such as limited funding and precarious working conditions for editors. DOAJ works to promote open access in the global south by facilitating access to journals and supporting publishers through education and outreach.

The document provides information about an English Language Arts summer institute, including upcoming professional development sessions located on a wiki page. It discusses participant notes available on the wiki and an orientation where participants will learn about the room attendees and look for missed information in the Common Core State Standards document. Types of data for data literacy are defined. The document also addresses how content prepares students for the future, implications for meeting learner needs, and how to annotate a text.

“Supporting Open Textbook Adoptions” by Michelle Reed is licensed CC BY and is modified from Open Textbook Network slides prepared by David Ernst and Sarah Cohen. Images are individually licensed as noted. It was presented in Fayetteville at the University of Arkansas on September 24, 2019.

Presenter: Dan Dawer AVID Teacher and Site Coordinator & Pre-AP Lead, Pflugerville Middle School August 17, 2017

Illinois Open Educational Resources http://www.ilsharedlearning.org #IOER This PPT provides an overview of Open Educational Resources and detail of all fields associated with a resource.

Beyond “what are your pronouns?”: Engaging with Trans and Nonbinary Members of Our College Communities is a presentation by Anthony Moll and Olivia Rines that aims to provide understanding of challenges facing trans and nonbinary students, staff, and faculty as well as ideas for creating welcoming communities. It discusses terminology, national context, challenges such as discrimination and lack of support, and strategies to support trans and nonbinary individuals through classroom practices, policies, and culture change. The presentation cites research demonstrating the benefits of support for LGBTQ+ students' well-being and outcomes and provides recommendations for both minor and significant reforms to promote inclusion at academic institutions.

Opening plenary "What to do when the new car smell is gone" for the 2015 Global Citizenship Program Collaboratory at Webster University

A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.

The document discusses how well the Common Core State Standards align with expectations for college readiness based on interviews with community college instructors. It finds that there is good alignment between the standards and what is expected of students in areas like reading, research, and writing at the college level. However, it also notes that many high school graduates in California are not meeting the college readiness benchmarks in these areas as defined by standardized tests. The implications are that more needs to be done to help students develop the skills outlined in the Common Core in order to ensure they are prepared for postsecondary education.

This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.

This document provides background and objectives for creating a LibGuide to support qualitative researchers in the health sciences. It notes an increasing interest in and use of qualitative research methods but challenges in finding relevant materials due to poor indexing, unfamiliar terminology, and lack of knowledge about social science resources. The guide aims to provide information on publishing qualitative research, finding articles, resources for training and support, and integrating qualitative research into systematic reviews, for both UNC and non-UNC users. It describes the methods used to collect resources, including scanning websites, searching guides and databases, and consulting with experts. The document outlines next steps such as soliciting feedback and considering additional topics.

Presented by Ephrem Tesema at the Workshop on Gender and Value Chains in the LIVES Project, Adama, Ethiopia, 19-22 August 2013

Professionals: Label each of the five dimensions by number (i.e., 1. content integration; 2. knowledge construction process; 3. prejudice reduction; 4. equity pedagogy; and 5. an empowering school culture) on your paper, and discuss why each dimension is necessary to improve learning and the learning environment. Also, refer to the work of researchers by name that are mentioned in the Professor's Comments section, Banks' s chapter, posted article, and previous modules to develop your ideas throughout your paper. (For instance, the work of Shirley Brice Heath and Luis Moll provide valuable food for thought about equity pedagogy and empowering school culture themes.) A minimum of 5 complete pages double-spaced with 12 point font is required; however, you can exceed the minimum length for any assignment in this course. In addition, turn in your completed paper as one document, and please do not submit any assignment for this course unless all parts are complete. (worth 60 points) Criteria Label and discuss the significance of each of the five dimensions of multicultural education; refer to the works of researchers by name that are noted in the Professor’s Comments, Banks's chapter, and posted article to develop your ideas; elimination of errors in grammar, usage, and punctuation;  a logical progression of ideas is evident; clear explanations of the significance of ideas; good use of examples to expand on and clarify key points;  strong transitions between ideas. Multicultural Education: Historical Development, Dimensions, and Practice Author(s): James A. Banks Source: Review of Research in Education, Vol. 19 (1993), pp. 3-49 Published by: American Educational Research Association Stable URL: http://www.jstor.org/stable/1167339 Accessed: 11/07/2010 15:39 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=aera. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected] American Educational Research Association is collaborating with JSTOR to digitize, preserve and ex ...

USU launched a program in 2016 to connect researchers seeking federal funding with librarians to assist them with data management. This program assisted over 100 researchers, but was it successful? Our presentation will discuss how we evaluated the success of this program using online asynchronous focus groups (OAFG) in conjunction with a traditional survey. Our cross-institutional research team will share our findings as well as the challenges and successes of using OAFGs to assess library services.

This collective case study focused on leadership strategies and self-determination in college students with learning disabilities by examining a small but significant segment of public institutions in the Southern region of the land-grant system.

This presentation was provided by Shaina Lange of Kidney News, and Dianndra Roberts of the Royal College of Psychiatrists (RCPsych), for the fifth session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Five: 'DEIA in Peer Review,' was held July 11, 2024.

This presentation served as the full slide deck for the NISO Annual Members Meeting, which took place virtually on June 25, 2024. Contents were provided by Mary Beth Barilla, Todd Carpenter, Kimberly Gladfelter Graham, Jason Griffey, and Nettie Lagace, all of NISO.

This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.

This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.

This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.

This presentation was provided by William Mattingly of the Smithsonian Institution, during the closing segment of the NISO training series "AI & Prompt Design." Session Eight: Limitations and Potential Solutions, was held on May 23, 2024.

This presentation was provided by William Mattingly of the Smithsonian Institution, during the seventh segment of the NISO training series "AI & Prompt Design." Session 7: Open Source Language Models, was held on May 16, 2024.